Jennifer Lewis Ph.D. (ek4612)

Teacher Education

I conduct research in mathematics teacher education, and teach courses in teacher preparation and the study of teacher preparation.  I provide professional development for Detroit teachers in public, charter, and private schools. In addition, I direct the TeachDETROIT program http://coe.wayne.edu/teach-detroit, a teacher education program designed specifically to prepare teachers for working in Detroit schools that serve children of color living in poverty.

I developed a general education mathematics course, MAE 1000: Detroit by the Numbers, which is designed to teach mathematics through data and statistics of various sectors in the city of Detroit. In this course, students visit different institutions, agencies, and businesses to learn how data informs decision-making in health care, sports, arts, social services, transportation, education, urban farming, entertainment, housing, and more. Students come to know the city of Detroit, and how mathematics tells a story, and how mathematics is relevant and useful in our everyday lives

Office Hours: By appointment.

• 2019, Notable Woman in Education, Crain’s Detroit Business Award
• 2018, Midcareer Award Nominee, Division K, American Educational Research Association
• 2016, Outstanding Graduate Mentor Award Nominee, Wayne State University
• 2013, Kathleen Reilly Koory Endowed Faculty Development Award Recipient, Wayne State University
• 2014, Faculty Research Award Recipient, Wayne State University College of Education

Noyce Mathematics Fellows: TeachDETROIT, 2015 - 2020
Award: $1,427,463 - The Noyce Mathematics Cohort, TeachDETROIT will recruit and train 12 to 20 STEM majors each year at Wayne State University, with our community college partner, Henry Ford College. These candidates will become elementary and middle school math teachers in Detroit schools as part of an urban teacher residency program, and will earn the additional designation of elementary mathematics specialists. The grant also investigates the specialized knowledge, skills, and dispositions needed to be an excellent teacher for high-poverty children of color in Detroit schools.

Improving Proportional Reasoning Instruction through eNgineering Tasks (IMPRINT), 2013 - 2015
Award: $504,625 - This grant supported research into teachers' understanding of proportional reasoning through the use of engineering tasks for middle school students.

Detroit STEM Teaching Initiative, 2015 - 2017
Award: $85,000 - This grant supports the development of a laboratory for studying mathematics teaching and learning in Detroit schools, bringing together school administrators, experienced teachers, preservice teachers and teacher educators to investigate the role of coaching in improving instruction.

Project REALM (Realizing Equity and Achievement for Learning Mathematics, 2016 - 2018
Award: $727,636 - This project increases Detroit student achievement in mathematics by improving elementary and middle school teachers’ mathematics knowledge and pedagogical skill for teaching mathematics. Through intensive work with school leaders and teachers, Project REALM supports teachers in facilitating equitable, meaningful, transferable mathematics learning. Teachers participate in two summers of rigorous content knowledge training in mathematics; they then take part in professional learning community work in the form of “lesson study” to integrate innovative instructional practices and novel content knowledge into their teaching. Teachers' expanded content knowledge and the relationship of that knowledge to their instructional practice is studied in this project, as well as the growth of the lesson study facilitators over time.

Mathematics Enhancement for Detroit Area Teachers (MEDeATe), 2013 - 2015
Award: $239,907 - The Mathematics Enhancement for Detroit Area Teachers (MEDeATe) Project works to identify high-quality mathematics teachers in Detroit area schools, and then builds from these pockets of excellence towards systemic improvement at scale. MEDeATe begins by studying what successful teachers do in high-poverty high-needs urban schools and capitalizes on their strengths to build a cadre of outstanding mathematics teachers in the Detroit environment.

Understanding Consequential Assessment Systems of Teaching, 2012 - 2015
Award: $548,970 - This grant supports the study of 1600 school principals in a large urban school district who will create consequential ratings of teachers. The study focuses particularly on the implementation of observational evaluations and how and whether these can be deployed to improve instruction.

Koca, S. A., Chelst, K., Edwards, T., & Lewis, J. M. (July, 2019). A framework for authentic mathematics problems. Association of Teachers of Mathematics. (pp. 17-20).

Lewis, J. M. (2019). Learning while leading lesson study. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics: An international perspective. (pp. 633–655). Springer. https://doi.org/10.1007/978-3-030-04031-4_31

Lewis, J. M. (2019). Lesson study for preservice teachers. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics: An international perspective. (pp. 485–506). Springer. https://doi.org/10.1007/978-3-030-04031-4_24

Bell, C. A., Jones, N. D., Qi, Y., & Lewis, J. M. (2018). Strategies for assessing classroom teaching: Examining administrator thinking as validity evidence. Educational Assessment, 23(4), 108–113.https://doi.org/10.1080/10627197.2018.1513788

Qi, Y., Bell, C.A., Jones, N.D., Lewis, J.M., Witherspoon, M.W., & Redash, A. (2018). Administrators' uses of teacher observation protocol in different rating contexts. ETS Research Report Series, 1-19. https://doi.org/10.1002/ets2.12205

Lewis, J. M. (2016). Learning to lead, leading to learn: How facilitators learn to lead lesson study. ZDM Mathematics Education 48, 527–540.
doi.org/10.1007/s11858-015-0753-9

Lewis, J. M., & Koca, S. O. (2016). Fostering perseverance. Mathematics Teaching in the Middle School, 22(2), 108–113.
doi.org/10.5951/mathteacmiddscho.22.2.0108

Bell, C., Jones, N., Lewis, J., Qi, Y., Kirui, D., Stickler, L., & Liu, S. (2016). Understanding consequential assessment systems of teachers: Year 1 final report to Los Angeles Unified School District (Research Memorandum No. RM-15-12). Princeton, NJ: Educational Testing Service.
https://www.ets.org/Media/Research/pdf/RM-16-12.pdf

Lewis, J. M., Fischman, D., Riggs, M. (2015). Defining, developing, and measuring “Proclivities for Teaching Mathematics.” Journal of Mathematics Teacher Education, (18)5, 447–465. doi.org/10.1007/s10857-015-9321-z

Bell, C., Jones, N., Lewis, J., Qi, Y., Kirui, D., Stickler, L., & Liu, S. (2015). Understanding consequential assessment systems of teachers: Year 2 final report to Los Angeles Unified School District (Research Memorandum No. RM-15-12). Princeton, NJ: Educational Testing Service.
https://www.ets.org/Media/Research/pdf/RM-15-12.pdf

Lewis, J. M., Fischman, D., Riggs, I., & Wasserman, K. (2013). Teacher learning in lesson study. The Mathematics Enthusiast, 10(3), 583–619. https://doi.org/10.54870/1551-3440.1281

Lewis, J. M., & Blunk, M. (2012). Reading between the lines: Teaching linear algebra. Journal of Curriculum Studies, 44(4), 515–536. https://doi.org/10.1080/00220272.2012.716975

Learning Mathematics for Teaching Project. (2011). Measuring the mathematical quality of instruction. Journal of Mathematics Teacher Education, 14(7), 25–47. https://doi.org/10.1007/s10857-010-9140-1

Lewis, J. M., & Ball, D. L. (2010). The role of undergraduate education in preparing teachers for practice in a diverse and unequal society. In D. Featherman, M. Hall & M. Krislov (Eds.), The next twenty-five years? Affirmative action and higher education in the United States and South Africa (pp. 244–256). Ann Arbor: University of Michigan Press. https://doi.org/10.3998/mpub.229720

Suzuka, K., Sleep, L., Ball, D. L., Bass, H., Lewis, J. M., & Thames, M. (2009). Designing and using tasks to teach mathematical knowledge for teaching. Association of Mathematics Teacher Educators Monograph 4, 7–23.

Lewis, J. M. (2008). Through the looking glass: A study of teaching. Journal of Research in Mathematics Education, Monograph 14, 1–12.
https://www.jstor.org/stable/30037739

Ball, D. L., Lewis, J. M., & Thames, M. (2008). Making mathematics work in school. Journal of Research in Mathematics Education, Monograph, 14, 13–44. https://www.jstor.org/stable/30037740

Hill, H. C., Blunk, M., Charalambous, C., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511. https://doi.org/10.1080/07370000802177235

Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing teachers’ mathematical knowledge: What matters and what evidence counts. In F. Lester (Ed.), Handbook of research on mathematics education (Vol. 1, pp. 111–156). Charlotte, NC: Information Age Publishing.
https://books.google.com/books?id=B_onDwAAQBAJ&lpg=PA111&ots=kCfGi7BlMU&lr&pg=PA110#v=onepage&q&f=false